Fostering pre-service teachers’ views about nature of science: evaluation of a new STEM curriculum

References

• Abd-El-Khalick, F. 2004. “Over and Over Again: College Students’ Views of Nature of Science.” In Scientific Inquiry and Nature of Science. Implications for Teaching, Learning, and Teacher Education, edited by L. B. Flick and N. G. Lederman, 389–425. Dordrecht: Kluwer Academic.
   Google Scholar
• Abd-El-Khalick, F. 2014. “The Evolving Landscape Related to Assessment of Nature of Science.” In Handbook of Research on Science Education, edited by N. Lederman and S. Abell, 621–650. New York: Routledge.
   Google Scholar
• Abd-El-Khalick, F., and N. Lederman. 2000a. “The Influence of History of Science Courses on Students’ Views of Nature of Science.” Journal of Research in Science Teaching 37: 1057–1095.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Abd-El-Khalick, F., and N. Lederman. 2000b. “Improving Science Teachers’ Conceptions of Nature of Science: A Critical Review of the Literature.” International Journal of Science Education 22 (7): 665–701.10.1080/09500690050044044
   Web of Science ®Google Scholar
• ACARA (Australian Curriculum, Assessment and Reporting Authority). 2012. The Australian Curriculum: Science. http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&a=S&e=ScopeAndSequence
   Google Scholar
• Adams, R. 2005. “Reliability as a Measurement Design Effect.” Studies in Educational Evaluation 31: 162–172.10.1016/j.stueduc.2005.05.008
   Google Scholar
• Aldridge, J., Taylor, P., and Chen, C.-C. 1997, March. Development, Validation and Use of the Beliefs about Science and School Science Questionnaire (BASSSQ). Paper presented at the conference of the National Association for Research in Science Teaching, Oak Brook, IL. http://www.chem.arizona.edu/tpp/basssq.pdf
   Google Scholar
• Allchin, D. 2011. “Evaluating Knowledge of the Nature of (Whole) Science.” Science Education 95: 518–542.10.1002/sce.20432
   Web of Science ®Google Scholar
• Bolte, C., and J. Ramseger. 2012. “‘Integrierte Naturwissenschaftliche Bildung’ als Studienfach [‘Integrated Sciences’ as a Field of Study].” Unterricht Chemie 23: 92–94.
   Google Scholar
• Bond, T., and C. Fox. 2001. Applying the Rasch Model: Fundamental Measurement in the Human Sciences. Mahwah, NJ: Erlbaum.
   Google Scholar
• Brickhouse, N. 1990. “Teachers' Beliefs about the Nature of Science and Their Relationship to Classroom Practice.” Journal of Teacher Education 41 (3): 53–62.10.1177/002248719004100307
   Web of Science ®Google Scholar
• Capps, D., and B. Crawford. 2013. “Inquiry-based Instruction and Teaching about Nature of Science: Are They Happening?” Journal of Science Teacher Education 24: 497–526.10.1007/s10972-012-9314-z
   Google Scholar
• Chen, S. 2006. “Development of an Instrument to Assess Views on Nature of Science and Attitudes toward Teaching Science.” Science Education 90: 803–819. doi:10.1002/sce.20147.
   Web of Science ®Google Scholar
• Clough, M. 2011. “The Story behind the Science: Bringing Science and Scientists to Life in Post-secondary Science Education.” Science & Education 20: 701–717.
   Web of Science ®Google Scholar
• Deng, F., D.-T. Chen, C.-C. Tsai, and C. Chai. 2011. “Students’ Views of the Nature of Science: A Critical Review of Research.” Science Education 95: 961–999. doi:10.1002/sce.20460.
   Web of Science ®Google Scholar
• Deutsche Telekom Stiftung (Ed.). 2013. Hochschulwettbewerb. MINT-Lehrerbildung [University competition. STEM teacher training]. http://www.telekom-stiftung.de/dtag/cms/contentblob/Telekom-Stiftung/de/2356836/blobBinary/Hochschulwettbewerb+MINT-Lehrerbildung+pdf.pdf.
   Google Scholar
• Driver, R., L. John, R. Millar, and P. Scott. 1996. Young People’s Images of Science. Buckingham: Open University Press.
   Google Scholar
• Duschl, R., and R. Grandy. 2013. “Two Views about Explicitly Teaching Nature of Science.” Science & Education 22: 2109–2139.
   Web of Science ®Google Scholar
• Embretson, S., and S. Reise. 2000. Item Response Theory for Psychologists. Mahwah, NJ: Erlbaum.
   Google Scholar
• Firestone, J., S. Wong, J. Luft, and D. Fay. 2012. “The Nature of Science or the Nature of Teachers: Beginning Science Teachers’ Understanding of NOS.” In Advances in Nature of Science Research: Concepts and Methodologies, edited by M. Khine, 189–206. Dordrecht: Springer.10.1007/978-94-007-2457-0
   Google Scholar
• Fitzpatrick, A., and W. Yen. 2001. “The Effects of Test Length and Sample Size on the Reliability and Equating of Tests Composed of Constructed-response Items.” Applied Measurement in Education 14: 31–57.10.1207/S15324818AME1401_04
   Web of Science ®Google Scholar
• Freie Universität Berlin, ed. 2011. “Studienordnung für das 60-Leistungspunkte-Modulangebot Integrierte Naturwissenschaften [Study Regulation for the 60 Credit Points Module Program Integrated Science].” FU-Mitteilungen 11: 136–148. http://www.fu-berlin.de/service/zuvdocs/amtsblatt/2011/ab112011.pdf.
   Google Scholar
• Fritz, C., P. Morris, and J. Richler. 2012. “Effect Size Estimates: Current Use, Calculations, and Interpretation.” Journal of Experimental Psychology: General 141: 2–18.10.1037/a0024338
   PubMed Web of Science ®Google Scholar
• Giesbrecht, F., and M. Gumpertz. 2004. Planning, Construction, and Statistical Analysis of Comparative Experiments. Hoboken, NJ: Wiley.10.1002/0471476471
   Google Scholar
• Gobert, J., L. O’Dwyer, P. Horwitz, B. C. Buckley, S. Levy, and U. Wilensky. 2011. “Examining the Relationship between Students' Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry.” International Journal of Science Education 33: 653–684.10.1080/09500691003720671
   Web of Science ®Google Scholar
• Golabek, C., and L. Amrane-Cooper. 2011. “Trainee Teachers’ Perceptions of the Nature of Science and Implications for Pre-service Teacher Training in England.” Research in Secondary Teacher Education 1 (2): 9–13.
   Google Scholar
• Golia, S. 2011. “The Impact of Questionnaire Size on the Accuracy of the Rasch Measure.” Journal of Applied Sciences 11: 707–712.
   Google Scholar
• Green, S., R. Johnson, D.-H. Kim, and N. Pope. 2007. “Ethics in Classroom Assessment Practices.” Teaching and Teacher Education 23: 999–1011.10.1016/j.tate.2006.04.042
   Web of Science ®Google Scholar
• Hodson, D. 2014. “Learning Science, Learning about Science, Doing Science: Different Goals Demand Different Learning Methods.” International Journal of Science Education 36: 2534–2553.10.1080/09500693.2014.899722
   Web of Science ®Google Scholar
• Höttecke, D., A. Henke, and F. Riess. 2012. “Implementing History and Philosophy in Science Teaching: Strategies, Methods, Results and Experiences from the European HIPST Project.” Science & Education 21: 1233–1261.
   Web of Science ®Google Scholar
• Howe, E. 2007. “Addressing Nature-of-science Core Tenets with the History of Science: An Example with Sickle-cell Anemia & Malaria.” American Biology Teacher 69: 467–472.10.1662/0002-7685(2007)69[467:ANCTWT]2.0.CO;2
   Web of Science ®Google Scholar
• Irez, S., M. Çakir, and H. Şeker. 2011. “Exploring Nature of Science Understandings of Turkish Pre-service Science Teachers.” Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education 5 (2): 6–17.
   Google Scholar
• Khishfe, R., and F. Abd-El-Khalick. 2002. “Influence of Explicit and Reflective versus Implicit Inquiry-oriented Instruction on Sixth Graders’ Views of Nature of Science.” Journal of Research in Science Teaching 39: 551–578. doi:10.1002/tea.10036.
   Web of Science ®Google Scholar
• Kim, S., and K. Irving. 2010. “History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science.” Science & Education 19: 187–215.
   Web of Science ®Google Scholar
• KMK ed. 2005. Bildungsstandards im Fach Biologie für den Mittleren Schulabschluss [Biology education standards for the Mittlere Schulabschluss]. München & Neuwied: Wolters Kluwer.
   Google Scholar
• KMK ed. 2009. Empfehlungen zur Stärkung der mathematisch-naturwissenschaftlich-technischen Bildung [Recommendations to Strengthen Mathematics, Natural Sciences and Technical Education]. http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2009/2009_05_07-Empf-MINT.pdf.
   Google Scholar
• Koska, J., and D. Krüger. 2012. “Nature of Science-Perspektiven von Studierenden: Schritte zur Entwicklung eines Testinstrumentes [Students‘ NOS-views: Steps in the Development of a Testing Instrument].” Erkenntnisweg Biologiedidaktik 11: 115–127.
   Google Scholar
• Krell, M., B. Reinisch, and D. Krüger. 2015. “Analyzing Students’ Understanding of Models and Modeling Referring to the Disciplines Biology, Chemistry, and Physics.” Research in Science Education 45: 367–393. doi:10.1007/s11165-014-9427-9.
   Web of Science ®Google Scholar
• Kremer, K., and J. Mayer. 2013. Entwicklung und Stabilität von Vorstellungen über die Natur der Naturwissenschaften [Development and Stability of Conceptions of the Nature of Science]. Zeitschrift Für Didaktik Der Naturwissenschaften 19: 77–101.
   Google Scholar
• Lead States, N. G. S. S., ed. 2013. Next Generation Science Standards: For States, by States. Washington, DC: The National Academies Press.
   Google Scholar
• Lederman, N. 1992. “Students' and Teachers' Conceptions of the Nature of Science: A Review of the Research.” Journal of Research in Science Teaching 29: 331–359. doi:10.1002/tea.3660290404.
   Web of Science ®Google Scholar
• Lederman, N. 2007. “Nature of Science: Past, Present, and Future.” In Handbook of Research on Science Education, edited by S. K. Abell and N. G. Lederman, 831–879. Mahwah, N.J: Erlbaum.
   Google Scholar
• Lederman, N., and J. Lederman. 2014. “Research on Teaching and Learning of Nature of Science.” In Handbook of Research on Science Education, edited by N. Lederman and S. Abell, 600–620. New York: Routledge.
   Google Scholar
• Lederman, N., F. Abd-El-Khalick, R. Bell, and R. Schwartz. 2002. “Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of Learners' Conceptions of Nature of Science.” Journal of Research in Science Teaching 39: 497–521. doi:10.1002/tea.10034.
   Web of Science ®Google Scholar
• Liang, L., S. Chen, X. Chen, O. Kaya, A. Adams, M. Macklin, and J. Ebenezer. 2005, July. Student Understanding of Scientific Inquiry (SUSI): Development and Validation of an Assessment Instrument. Paper presented at the eighth International History, Philosophy, Sociology & Science Teaching Conference, Leeds. http://arapaho.nsuok.edu/~nsutpc/articles/IHPST.pdf
   Google Scholar
• Liang, L., S. Chen, X. Chen, O. Kaya, A. Adams, M. Macklin, and J. Ebenezer. 2006, April. Student Understanding of Science and Scientific Inquiry (SUSSI): Revision and Further Validation of an Assessment Instrument. Paper presented at the Conference of the National Association for research in Science Teaching, San Francisco, CA. http://www.gb.nrao.edu/~sheather/For_Sarah/lit%20on%20nature%20of%20science/SUSSI.pdf
   Google Scholar
• Liang, L., S. Chen, X. Chen, O. Kaya, A. Adams, M. Macklin, and J. Ebenezer. 2009. “Preservice Teachers’ Views about Nature of Scientific Knowledge Development: An International Collaborative Study.” International Journal of Science and Mathematics Education 7: 987–1012.10.1007/s10763-008-9140-0
   Web of Science ®Google Scholar
• Matthews, M. 2012. Changing the Focus: From Nature of Science (NOS) to Features of Science (FOS). In Advances in Nature of Science Research. Concepts and Methodologies, edited by M. Khine, 3–26. Dordrecht: Springer.
   Google Scholar
• McComas, W., and J. Olson. 2002. “The Nature of Science in International Science Education Standards Documents.” In The Nature of Science in Science Education, edited by W. F. McComas, 41–52. New York: Kluwer Academic.10.1007/0-306-47215-5
   Google Scholar
• McDonald, C. 2010. “The Influence of Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers’ Views of Nature of Science.” Journal of Research in Science Teaching 47: 1137–1164. doi:10.1002/tea.20377.
   Web of Science ®Google Scholar
• Muis, K., L. Bendixen, and F. Haerle. 2006. “Domain-generality and Domain-specificity in Personal Epistemology Research: Philosophical and Empirical Reflections in the Development of a Theoretical Framework.” Educational Psychology Review 18: 3–54. doi:10.1007/s10648-006-9003-6.
   Web of Science ®Google Scholar
• Neumann, I. 2011. Beyond Physics Content Knowledge: Modeling Competence regarding Nature of Scientific Inquiry and Nature of Scientific Knowledge. Berlin: Logos.
   Google Scholar
• Neumann, I., K. Neumann, and R. H. Nehm. 2011. “Evaluating Instrument Quality in Science Education: Rasch‐Based Analyses of a Nature of Science Test.” International Journal of Science Education 33: 1373–1405.10.1080/09500693.2010.511297
   Web of Science ®Google Scholar
• Osborne, J., S. Collins, M. Ratcliffe, R. Millar, and R. Duschl. 2003. “What ‘‘Ideas-about-science’’ Should Be Taught in School Science?: A Delphi Study of the Expert Community.” Journal of Research in Science Teaching 40: 692–720.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Ozgelen, S., O. Yilmaz-Tuzun, and D. Hanuscin. 2013. “Exploring the Development of Preservice Science Teachers’ Views on the Nature of Science in Inquiry-based Laboratory Instruction.” Research in Science Education 43: 1551–1570. doi:10.1007/s11165-012-9321-2.
   Web of Science ®Google Scholar
• Posnanski, T. 2010. “Developing Understanding of the Nature of Science within a Professional Development Program for Inservice Elementary Teachers: Project Nature of Elementary Science Teaching.” Journal of Science Teacher Education 21: 589–621. doi:10.1007/s10972-009-9145-8.
   Google Scholar
• QCA (Qualifications and Curriculum Authority). 2007. Science: Programme of Study for Key Stage 4. http://media.education.gov.uk/assets/files/pdf/q/science%202007%20programme%20of%20study%20for%20key%20stage%204.pdf
   Google Scholar
• RLP. n.d. Rahmenlehrplan Grundschule. Naturwissenschaften [Framework curriculum. Science]. http://www.berlin.de/imperia/md/content/sen-bildung/schulorganisation/lehrplaene/gr_natur.pdf.
   Google Scholar
• Smith, R. 2000. “Fit Analysis in Latent Trait Measurement Models.” Journal of Applied Measurement 1: 199–218.
   PubMedGoogle Scholar
• Wu, M. L., R. Adams, M. Wilson, and S. Haldane. 2007. ACER ConQuest. Camberwell, Vic: ACER Press.
   Google Scholar
• Yacoubian, H., and S. BouJaoude. 2010. “The Effect of Reflective Discussions following Inquiry-based Laboratory Activities on Students' Views of Nature of Science.” Journal of Research in Science Teaching 47: 1229–1252.10.1002/tea.v47:10
   Web of Science ®Google Scholar